Abstract

• The purpose of the current study is to compare the outcomes of Model Based Inquiry and Inquiry Based Learning in Grade Ten physics. The outcomes include subject matter achievements, attitudes towards physics, interest level and motivation for further study. In this study Explanatory Research (Quan-qual) design was used. For Quantitative Research, the design used was a true experimental (pretest-posttest) control group design and for qualitative research, interview was conducted. Participants of the research were 130 students from two high schools in Chaung Oo Township, Sagaing Region, BEHS Chaung Oo and BEHS Ah Myint. There were two groups in this study; MBI group and IBL group. The former group was taught with Model Based Inquiry and the IBL group was taught with Inquiry Based Learning. And IBL groups were taught with Grade Ten Physics Textbook and MBI groups were taught with handouts. To examine the outcomes (attitudes toward physics, interest in physics and motivation for further study), questionnaires were used. Independent samples t-test was used to analyze whether there were significantly different between MBI and IBL groups. And paired samples t-test was used to analyze whether the students’ attitudes, interest and motivation were significantly changes. Results show that Model Based Inquiry has positive effects on the students’ outcomes like that subject matter achievements, attitudes and motivation than Inquiry Based Learning. On the case of Interest in physics, Inquiry Based Learning has better effects than Model Based Inquiry. Therefore, it verifies that although both teaching methods have positive contributions to physics teaching and learning, Model Based Inquiry can bring more positive contributions to the physics teaching and learning at high school level.